Journal: Intervention in School and Clinic
Volume 45, Number 3, January 2010, Page 201-205
DOI: 10.1177/1053451209349535
© 2010 Hammill Institute on Disabilities
Available online:
http://isc.sagepub.com hosted at http://online.sagepub.com
Authors: Gwen Troxell Castleberry and Rebecca B. Evers
Robin H. Lock (Associate Editor)
Gwen Troxell Castleberry, MAT, lives and works in Columbia, South
Carolina.
Rebecca B. Evers, EdD, is an associate professor in the Center for Pedagogy at Winthrop University. Her current interests include working with diverse and exceptional students in inclusive educational settings, universal design for learning, and assistive technology.
This fundamental goal of this article is to present about how technology can enrich the learning environment provided by the modern language classroom setting. It highlights and discusses the specific uses for technology hardware, software, and the Internet. It is a rather straight forward article as it makes 20 suggestions to cater students’ varying needs with equal access to modern language classes. The interesting part of this article is it pays special attention to one particular group of learners namely students with Learning Disabilities (LD). It really captures my attention as the authors acknowledge the diversity of learners. In addition, the production of such writing proves that students with LD is not being neglected within world community as access to knowledge and information should be made available to all walks of life. Indirectly, I believe that this article could also be beneficial to students with low-motivation in the target language as well as the low-proficiency students.
Overall, it is a comprehensive and sufficiently well-elaborate article in simple and direct language. The authors provide readers with helpful links as the assisting examples. As an instance, when attending to sub-topic number two, several useful blogging websites are given namely; www.internationalstudentblog.com, www.blogger.com, and www.Epals.com.
The other strength of this article is the authors take into account the audiences (readers) especially teachers as well as students when attacking the issue. The fact that this article is user friendly is undeniable especially for educators. It makes the impact of this article more effective and applicable in classroom setting. Thus, it is not simply an ambitious or unachievable lesson planning. In regards to the particular group of students with LD, the suggestions ease up learning efforts for them. Due to their condition, learning is designed in a way it is highly motivating and achievable.
A credit also given to this article as it is very well-covered with ample and diverse suggestions, suitable with the title and its goal. It accommodates teachers and administrator to get or purchase practical software or programs for teaching and learning purposes. Moreover, this article is very valuable as it suggests several software or free downloadable software which available online which eases up teachers’ efforts to prepare teaching and learning materials when they decided to integrate technology in their ESL or EFL class.
As mentioned in the introductory part of the article, the 20 suggested approaches are designed based on the proposal of using a Universal Design for Learning (UDL) approach for planning instruction and technology integration for teaching in their modern language classrooms (Center for Applied Special Technology [CAST], 2007). Thus, the supportive learning methods might be very appealing to students with LD to perform in class.
As an example, it encourages scaffolding; starting with the basic steps which do not necessarily demand teacher to spoon-feed students. Instead, teacher lets them engage in authentic, communicative and challenging tasks. The tasks basically sharpen their technology skills which is very crucial as part of students’ preparation to further study or for employment purposes.
Another aspect which is very appealing as the authors promote approaches which endorse collaborative learning without neglecting students’ needs to be autonomous learners. Additionally, it also allows students to experience fun learning when technology is integrated in class. Games, pictures, media, sounds or music are elements that complement human sensory during learning. The integration of other disciplines of study such as mathematics, history, economy, geography as well as science has also provided another channel for teachers to integrate technology during language lesson. To sum up, these 20 approaches might be very beneficial to students with LD as it grants students with non-threatening environment, ample learning opportunities, cross-cultural information, and exposure to the borderless world.
From the perspectives mentioned earlier, it is clear cut that the principles of UDL is well-used in the way that it presents flexible methods of presentation, expression and apprenticeship, and options for engagement. The implication of this ideas propose in this article is firstly, it gives approaches which could be apply in any schools as long as there are well-equipped facilities to exercise the recommended approaches. Secondly, it offers teachers with alternatives on how to escape from the traditional and mundane language lesson. Last but not least, I believe with the integration of technology in language class, students’ performance can be improved and their love towards the ESL or EFL could gradually be cultivated.
As for the recommendation, it would be more valid and reliable if this article is supported with statistics of the use of each approach in terms of its effectiveness, values and interest based on teachers’ as well as students’ preference.
Overall, it is a comprehensive and sufficiently well-elaborate article in simple and direct language. The authors provide readers with helpful links as the assisting examples. As an instance, when attending to sub-topic number two, several useful blogging websites are given namely; www.internationalstudentblog.com, www.blogger.com, and www.Epals.com.
The other strength of this article is the authors take into account the audiences (readers) especially teachers as well as students when attacking the issue. The fact that this article is user friendly is undeniable especially for educators. It makes the impact of this article more effective and applicable in classroom setting. Thus, it is not simply an ambitious or unachievable lesson planning. In regards to the particular group of students with LD, the suggestions ease up learning efforts for them. Due to their condition, learning is designed in a way it is highly motivating and achievable.
A credit also given to this article as it is very well-covered with ample and diverse suggestions, suitable with the title and its goal. It accommodates teachers and administrator to get or purchase practical software or programs for teaching and learning purposes. Moreover, this article is very valuable as it suggests several software or free downloadable software which available online which eases up teachers’ efforts to prepare teaching and learning materials when they decided to integrate technology in their ESL or EFL class.
As mentioned in the introductory part of the article, the 20 suggested approaches are designed based on the proposal of using a Universal Design for Learning (UDL) approach for planning instruction and technology integration for teaching in their modern language classrooms (Center for Applied Special Technology [CAST], 2007). Thus, the supportive learning methods might be very appealing to students with LD to perform in class.
As an example, it encourages scaffolding; starting with the basic steps which do not necessarily demand teacher to spoon-feed students. Instead, teacher lets them engage in authentic, communicative and challenging tasks. The tasks basically sharpen their technology skills which is very crucial as part of students’ preparation to further study or for employment purposes.
Another aspect which is very appealing as the authors promote approaches which endorse collaborative learning without neglecting students’ needs to be autonomous learners. Additionally, it also allows students to experience fun learning when technology is integrated in class. Games, pictures, media, sounds or music are elements that complement human sensory during learning. The integration of other disciplines of study such as mathematics, history, economy, geography as well as science has also provided another channel for teachers to integrate technology during language lesson. To sum up, these 20 approaches might be very beneficial to students with LD as it grants students with non-threatening environment, ample learning opportunities, cross-cultural information, and exposure to the borderless world.
From the perspectives mentioned earlier, it is clear cut that the principles of UDL is well-used in the way that it presents flexible methods of presentation, expression and apprenticeship, and options for engagement. The implication of this ideas propose in this article is firstly, it gives approaches which could be apply in any schools as long as there are well-equipped facilities to exercise the recommended approaches. Secondly, it offers teachers with alternatives on how to escape from the traditional and mundane language lesson. Last but not least, I believe with the integration of technology in language class, students’ performance can be improved and their love towards the ESL or EFL could gradually be cultivated.
As for the recommendation, it would be more valid and reliable if this article is supported with statistics of the use of each approach in terms of its effectiveness, values and interest based on teachers’ as well as students’ preference.
Bibliography
Castleberry and Evers. 2010. Incorporate Technology Into the Modern Language Classroom. Intervention in School and Clinic, Volume 45, Number 3, January 2010, Pg. 201-205. Hammill Institute on Disabilities
Retrieved online February 28th, 2010 from: http://proquest.umi.com.newdc.oum.edu.my/pqdweb?index=1&did=1928977371&SrchMode=1&sid=4&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1267314940&clientId=56581
